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Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Published by Universitas Muhammadiyah Palangkaraya
ISSN : 24776076     EISSN : 26858169     DOI : 10.33084/tunas
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Tunas: Jurnal Pendidikan Guru Sekolah Dasar is a Scientific Journal published by the Institute for Research and Community Service, University of Muhammadiyah Palangkaraya, which contains research articles and critical analysis studies in the field of basic education, which includes sub: 1. Inclusive Education 2. Mathematics education 3. Civic education 4. Natural Science Education 5. Social science education 6. Indonesian Language and literature education 7. Education Evaluation 8. Education Management 9. Culture in education 10. Educational Media 11. Technology in education
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Articles 225 Documents
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Islamic Education and Pluralism: An Overview of Multicultural Education Management Rahmat Fauzi; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9631

Abstract

Background: Pluralism and multiculturalism are critical issues in the context of global education, particularly in increasingly diverse societies in terms of culture, religion, and ethnicity. Islamic education, as a value-based spiritual education system, holds significant potential in shaping inclusive and tolerant communities. However, challenges arise when exclusive interpretations of religious teachings hinder the development of a pluralistic educational approach. Aim: This study aims to examine the relationship between Islamic education and multicultural education management in efforts to develop an education system that is responsive to diversity. Method: The research employed a literature study approach by reviewing 50 scientific articles, from which 15 were selected based on their relevance to the theme, methodological approach, and contribution to the discourse. The selection process was carried out in three stages to identify articles that specifically addressed the values of pluralism, strategies of education management, and the challenges of implementation in the context of Islamic education. Results: The analysis revealed that pluralism, from the perspective of Islam, is an authentic value reflected in the teachings of the Qur’an, which emphasizes the importance of mutual understanding and respect for differences. Islamic education was found to be highly relevant to multicultural education management, as both prioritize justice, equality, and tolerance. Strategies identified include the integration of multicultural content into the curriculum, teacher training, inclusive classroom management, and anti-discrimination policies. Discussion: The study highlights key challenges, including limited teacher understanding of multicultural concepts, societal resistance to pluralism, and underdeveloped educational policies supporting diversity. To address these challenges, solutions such as curriculum reform, capacity-building for educators, and the creation of safe and inclusive learning environments are proposed. These strategies aim to strengthen the capacity of Islamic educational institutions to manage diversity effectively. Conclusion: This study concludes that Islamic education can serve as a strategic force in developing a multicultural education system. It contributes significantly to the creation of a peaceful, just, and respectful society by embedding the values of pluralism within educational management practices.
Inclusive Education Based on Humanistic Learning: Teachers' Innovation Ability in Learning at SMAN 4 Palangka Raya Lilis Rahmawati; Hamdanah Hamdanah; Surawan Surawan
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9655

Abstract

Background: Teacher innovation and the implementation of humanistic learning in inclusive schools are important to ensure the creation of learning that respects diversity and meets the individual needs of all learners. Aim: This study aims to analyze PAI teachers' innovations in implementing inclusive education based on humanistic learning to improve the quality of inclusive and learner-centered learning. Method: This study used descriptive qualitative research with data collection techniques in the form of interviews. Results and Dıscussion: The results of this study indicated that PAI teachers' innovation is running well (89.78%) in inclusive education because PAI teachers are able to design and implement innovative learning strategies, including curriculum adaptation, use of relevant learning media, and approaches that pay attention to the special needs of inclusive learners, while humanistic-based learning is running very well (91.36%) in inclusive education because PAI teachers have successfully implemented humanistic learning principles, such as humanizing learners. This is illustrated in the learning process when conducting direct observation in the classroom and in the school environment that every teacher pays attention to every learner's needs. This successful implementation reflects the commitment of PAI teachers in encouraging the creation of a learning atmosphere that is full of empathy, respect for diversity, and supports the holistic development of learners, both in academic and non-academic aspects. These results are evidence that innovation and humanistic approaches are very relevant to support quality inclusive education.
The Integration of the Curriculum of Love and Environmental Theology Concepts in Islamic Education at the Primary School Level Ummi Qudsiyah; Khairil Anwar; Fimeir Liadi
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9780

Abstract

Background: The integration of the Curriculum of Love and Environmental Theology in Islamic Education at the Primary School Level addresses the urgent need for a holistic educational framework that fosters intellectual development, moral character, and environmental consciousness among students. Aim: This study aims to (1) determine the urgency of integrating education based on the Curriculum of Love and Environmental Theology, (2) identify conceptual models for such integration, and (3) explore the challenges and opportunities in implementing this integration within Islamic education at the primary level. Method: Using a qualitative descriptive approach with library research methods, the study analyzes various literature sources, including scholarly books, journals, and articles related to love-based education, environmental theology, and Islamic education practices. Thematic analysis was employed to extract key themes and insights. The findings reveal that integrating love and environmental theology into the curriculum is crucial for shaping students who are not only academically competent but also compassionate, socially responsible, and ecologically aware. The conceptual integration model proposed includes an interdisciplinary approach, character education emphasizing compassion and stewardship, experiential learning such as outdoor and community-based activities, and incorporation of local wisdom and Islamic values. However, implementation faces significant challenges, including limited resources and infrastructure, resistance to curriculum changes, lack of teacher training, and societal attitudes inclined toward consumerism. Despite these barriers, notable opportunities exist to advance this integration through collaborative efforts among educators, policymakers, parents, and communities. Innovative teaching methods, curriculum redesign, and the contextualization of Islamic teachings offer pathways to embed love and environmental values meaningfully into primary education.  Conclusion: integrating the Curriculum of Love and Environmental Theology within Islamic Education at the Primary School Level is both necessary and feasible, offering transformative potential to produce a generation of students who are intellectually skilled, morally grounded, and environmentally conscious, ready to contribute positively to society and address global challenges.
Contextual Islamic Religious Education at the Primary School Level: Integrating the Banjar Life Philosophy into the IRE Curriculum Moh. Ali Muttaqo; Normuslim Normuslim; Hamdanah Hamdanah
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9802

Abstract

Background: Islamic Religious Education (IRE) at the Primary School Level in multicultural societies such as Indonesia must evolve to remain relevant and impactful. One way to achieve this is by contextualizing IRE at the Primary School Level by integrating local cultural values. This study explores how the philosophical values of the Banjar ethnic group—such as baiman (faith), batakwa (piety), and basusila (morality)—can be effectively integrated into the IRE at the Primary School Level curriculum to enhance students' moral and character development. Aim: The objective is to identify and analyze strategies for embedding these local values into religious education while evaluating their influence on learners' moral behavior. Method: A qualitative descriptive approach was employed, utilizing thematic analysis and library research as the primary methods. Data were collected through document analysis, literature review, and secondary reports involving educational institutions in South Kalimantan. Result and Discussions: The findings show that integrating Banjar cultural values—such as cooperation (gotong-royong) and mutual respect—into IRE at the Primary School Level not only enhances the contextual relevance of the curriculum but also reinforces students' religious identity and social awareness. Results indicate that 75% of students better understood Islamic values when taught through culturally familiar practices. In comparison, 80% of respondents acknowledged a positive transformation in their character and discipline through contextual religious instruction. Discussion revealed that such integration supports a holistic educational approach, linking cultural identity with moral development. It also addresses gaps in conventional curricula by offering inclusive, place-based learning models. In conclusion, this study affirms the significant role of local wisdom in shaping ethical and religious values in education. It recommends systematic curriculum development, teacher training, and community collaboration to sustain culturally responsive IRE at the Primary School Level. Integrating Banjar values into religious instruction fosters academic understanding, stronger moral integrity, and cultural rootedness among students.
The Integration of Eco-Sufism in Islamic Education at the Elementary Level Achmad Junaidi; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9813

Abstract

Background: This study explores the integration of eco-Sufism into Islamic education at the elementary level as a strategic response to contemporary environmental crises and moral decline. Eco-Sufism, which blends spiritual values rooted in Sufism with ecological consciousness, offers a holistic framework to enhance Islamic education by fostering character development and environmental responsibility. This research aims to analyze how Sufi values—categorized into ethical, practical, and philosophical dimensions can be effectively incorporated into elementary-level Islamic education to shape students who are spiritually grounded and ecologically aware. This study employs a descriptive qualitative approach using thematic analysis, supported by library research. Literature on Islamic education, eco-Sufism, and relevant Qur'anic concepts such as ulul albab was reviewed and interpreted to develop an integrative educational model. The results indicate that Sufi-based education significantly contributes to students' moral and spiritual growth while promoting sustainable environmental behavior. Values such as zuhud (asceticism), tawakkul (trust in God), and muhasabah (self-reflection) are shown to enhance students' ecological sensitivity and encourage practices aligned with environmental stewardship. Furthermore, eco-pesantren practices, curriculum reforms, and Sufi-inspired pedagogical approaches support a paradigm shift toward integrative, value-based education. However, the study also identifies limitations in previous research, particularly the lack of empirical frameworks to assess the practical implementation of eco-Sufism in schools. This study proposes a contextually relevant model that combines Islamic identity reinforcement with environmental education, aiming to produce an intellectually capable, spiritually mature, and ecologically responsible generation.
The Interconnection of Huma Betang Values with the Philosophy of Pancasila in the Framework of Islamic Education at the Primary School Level at the Primary School Level Harmini Harmini; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9840

Abstract

Backround: Islamic education at the primary school level in Indonesia faces the challenge of integrating local cultural values with national ideology to build students’ character and social awareness. Aim: This study aimed to analyze the interconnection between Huma Betang values, rooted in Dayak culture, and the philosophy of Pancasila, and to explore how these values converge in the Islamic education curriculum to foster a generation with strong character and moderation. Method: Using a descriptive qualitative method, the research adopted an exploratory design with a systematic literature review. Relevant literature, including academic books, journal articles, and policy documents, was identified, selected based on defined criteria, and categorized into thematic groups. Data were analyzed through thematic analysis, enabling the identification, coding, and interpretation of recurring themes related to the integration of Huma Betang and Pancasila values in education. The findings revealed a significant convergence between Huma Betang principles—such as mutual cooperation, respect for diversity, and communal harmony—and the core values of Pancasila, including unity, humanity, and social justice. These values were embedded in the Islamic education curriculum through teaching materials, pedagogical strategies, and school activities like discussions, storytelling, and community-based learning. The integration of these values enriched the learning experience, cultivated social responsibility, and promoted tolerance among students, ultimately shaping individuals who are both academically competent and socially conscious. Despite the positive impacts, challenges remain, including limited resources, the need for teacher training, and translating philosophical concepts into practical curriculum implementation. Nonetheless, this integration holds considerable potential for strengthening national identity, preventing radicalization, and fostering an inclusive and harmonious society. Conclusion: the study underscores the importance of systematically incorporating both local and national values into Islamic education curricula at the primary school level to produce graduates with strong moral character and the capacity for social cohesion in a diverse society.
Building A Moderate Muslim Generation: Strategic Analysis Of KMA 450/2024 In Preventing Radicalism In Madrasah Ibtidaiyah Dedy Irawan; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9864

Abstract

Background: This research examines the strategic role of KMA 450/2024 (Decree of the Minister of Religious Affairs Number 450 of 2024) in building a moderate Muslim generation and preventing radicalism through madrasah ibtidaiyah education in Indonesia. With the largest Muslim population globally, Indonesia faces challenges from religious radicalism, particularly among youth aged 15-30 years who are vulnerable to radical ideologies spreading through digital platforms. Method: Using a qualitative descriptive approach based on document analysis, this research examines how radicalism prevention strategies are integrated into KMA 450/2024, what strategies are developed to build a moderate Muslim generation, and the implications for madrasah ibtidaiyah education. The findings reveal that KMA 450/2024 integrates radicalism prevention and religious moderation through three main dimensions: the integration of P5RA (Profile of Pancasila Students and Rahmatan lil Alamin) that develops wasathiyyah values, a flexible and contextual curriculum structure, and a focus on developing moderate Islamic character. In building a generation of moderate Muslims, the policy develops three key strategies: implementation of P5RA Projects based on Islam Rahmatan lil Alamin values, development of integrated thematic learning incorporating religious moderation values, and building a balance between religious and citizenship values to foster mutual respect in diversity. The implementation of KMA 450/2024 has significant implications: strengthening a systemic approach to address exclusivism at the root of radicalism, increasing the need for educator capacity in teaching religious moderation values, and reinforcing an educational ecosystem that supports inclusive character formation. Conclusion: The research concludes that KMA 450/2024 represents a strategic step in preventing radicalism through the internalization of religious moderation in madrasah ibtidaiyah education. Optimizing implementation requires developing contextual P5RA operational guidelines, enhancing educator capacity, and conducting evaluative research to continuously improve radicalism prevention efforts in Indonesia's madrasah ibtidaiyah education environment.
Improving Science and Social Studies Learning Outcomes Through Project-Based Learning Model Based on Simple Experiments Aqilla Widyastuti; Abd Rahman Azhari; Roso Sugiyanto; Ichyatul Afrom
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.9883

Abstract

Aim: This study aims to improve science and social studies learning outcomes of third-grade students at SDN 2 Panarung through the implementation of a simple experiment-based Project-Based Learning (PjBL) model that accommodates kinesthetic and hyperactive learning characteristics. Method: The research was conducted using Classroom Action Research with the Kemmis and McTaggart model in two cycles involving 23 third-grade students. Data were collected through learning outcome tests, observations, and documentation, then analyzed descriptively using gain scores and narrative qualitative analysis. Result and Discussions: The findings indicate a significant improvement in student learning outcomes across cycles. The average score increased from 32.17 in the pre-cycle to 56.09 in Cycle I and 87.83 in Cycle II. The N-Gain analysis showed a moderate improvement in Cycle I (0.35) and a high improvement in Cycle II (0.84). Learning mastery also improved from 0% in the pre-cycle to 47.8% in Cycle I and reached 100% in Cycle II. The improvement in Cycle II was supported by the use of simpler and more concrete experiments that aligned with students’ developmental levels and learning styles. Conclusion, The implementation of simple experiment-based PjBL proved effective in enhancing learning outcomes, encouraging active participation, and increasing students’ understanding and motivation. This learning model is recommended for use in classrooms with similar student characteristics.
Learning Methods for Children with Dyslexia Istiqamah Hafid
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9884

Abstract

Background: Reading is an ability that every human being must possess. We will always encounter writings that require reading and comprehension skills. Still, dyslexic children have difficulty in Reading, which causes dyslexic children to experience a decline in academics and can potentially experience unpleasant behavioral problems from their environment, where children can be ignored by their friends, even to the point of becoming victims of bullying so that several methods need to be applied to help them. This study aimed to determine the various methods that can be applied to help dyslexic children. The research method used is a literature study that presents a complete survey by summarizing, describing, and combining relevant research, packaged using a narrative review. Four methods can be identified based on the journals collected: the Orton-Gilingham method, Treatment of spelling, Reading and writing skills, Learning to read without spelling (BMTM), and the Reading aloud method. The results of this study are expected to help teachers provide learning methods to dyslexic children.
Integrating the Huma Betang Philosophy into Progressive Islamic Education in Elementary Schools: A Study on Curriculum Development Salasiah Salasiah; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9899

Abstract

This study examines integrating the Huma Betang philosophy a way of life rooted in the Dayak community of Central Borneo into the curriculum of progressive Islamic education. The core values of Huma Betang, such as solidarity, collaboration, tolerance, and respect for diversity, align closely with the principles of Islamic education, which emphasize character formation and moral development. This research is motivated by the need to respond to the challenges faced by modern Islamic education, including those related to globalization, pluralism, and technological advancement. A qualitative descriptive method was employed, using a literature review approach through thematic analysis of relevant sources. The findings reveal that integrating Huma Betang values can enhance students' character development, increase social awareness, and foster an inclusive and contextual Islamic identity. Moreover, a curriculum incorporating local values has proven to be more relevant to the socio-cultural realities of the community, thereby improving the effectiveness of education. However, several challenges were identified, such as educators' low awareness of the importance of local wisdom, limited teacher training, and the rigidity of national curriculum regulations. This study recommends strategies such as local value-based teacher training, developing contextual pedagogy, and formulating a flexible curriculum that adapts to local culture. In conclusion, integrating the Huma Betang philosophy into Islamic education in elementary schools enriches the curriculum substantively and significantly contributes to producing graduates who are ethical, socially responsible, and ready to face global challenges without losing their cultural and spiritual roots.

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